Elizabeth Barnes

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Assistant Professor

Middle Tennessee State University

United States

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Recent Grants

Grant: Close

Race, Religion, and STEM: Examining the Intersections for Black Students

Open Date: 2022-08-01

Close Date: 2025-07-31

Grant: Close

RCN-UBE Incubator: Bringing Together Diverse Expertise to Understand How to Best Measure Student Acceptance of Evolution

Open Date: 2020-12-15

Close Date: 2023-11-30

Grant: Close

A Large-scale Systematic Exploration of the Impact of Culturally Competent Biology Education

Open Date: 2018-10-01

Close Date: 2023-09-30

Articles (13)

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2023

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2022

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2022

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2022

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2021

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2021

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2021

Collaborators (3)

Jason Wiles

Associate Professor

Syracuse University College of Arts and Sciences

UNITED STATES

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Jamie Jensen

Brigham Young University

UNITED STATES

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Yi Zheng

Associate Professor

Arizona State University

UNITED STATES

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Elizabeth Barnes

Research Interests

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Contact this professor

Recent Grants

Articles (13)

Analysis of Religious Bias among Christian Students in Science

Exploring Black Undergraduate Students’ Communication and Biology Education Experiences about COVID-19 and COVID-19 Vaccines During the Pandemic

“It's More Of A Me-Thing Than An Evolution Thing”: Exploring The Validity Of Evolution Acceptance Measures Using Student Interviews

Isolation, resilience, and faith: Experiences of <scp>Black Christian</scp> students in biology graduate programs

A Comparison of Online and In-Person Evolution Instruction That Includes Religious Cultural Competence

Community College Student Understanding and Perceptions of Evolution

Exploring Undergraduate Biology Students’ Science Communication About COVID-19

An exploration of how gender, political affiliation, or religious identity is associated with comfort and perceptions of controversial topics in bioethics

Expert-Led Module Improves Non-STEM Undergraduate Perception of and Willingness to Receive COVID-19 Vaccines

A Revised Measure of Acceptance of the Theory of Evolution: Introducing the MATE 2.0

A comparison study of human examples vs. non-human examples in an evolution lesson leads to differential impacts on student learning experiences in an introductory biology course

A New Measure of Students’ Perceived Conflict between Evolution and Religion (PCoRE) Is a Stronger Predictor of Evolution Acceptance than Understanding or Religiosity

Muslim undergraduate biology students’ evolution acceptance in the United States

Collaborators (3)

Jason Wiles

Jamie Jensen

Yi Zheng

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